Resource Sheet POSITION DESCRIPTIONS FOR CENTRE- BASED EDUCATION AND CARE SERVICES A GUIDE Designed for Outside School Hours Care (OSHC) and Long Day Care (LDC) Acknowledgement This resource was developed by Community Child Care (CCC) with funding provided by the Australian Government Department of Education, Employment and Workplace Relations under the Inclusion and Professional Support Program (2008-12). The Inclusion and Professional Support Program is funded by the Australian Government Department of Education, Employment and Workplace Relations. As of 1 January 2013, Gowrie Victoria commenced as the Professional Support Coordinator (PSC) for Victoria. Gowrie Victoria is committed to ensuring continuity of quality support to services and has commenced a planned transition to ensure this occurs. As part of this transition, and in partnership CCC, services can access a number of resources as developed by CCC.
POSITION DESCRIPTIONS FOR CENTRE-BASED EDUCATION AND CARE SERVICES A GUIDE The intent of this resource is to provide services with a guide to information to be contained in position descriptions for educators in a range of roles in Long Day Care (LDC) and Outside School Hours Care (OSHC). It provides suggested headings to use when writing a position description and some suggestions of content for each area. However, it is vital that position descriptions reflect each individual service philosophy, principles and practices, structure and objectives. The purpose of a position description is to provide a clear picture of the parameters or boundaries of a particular job, and of the skills required to perform them. It documents a clear understanding between the employer and employee. Educator position descriptions should clearly state responsibilities in terms of relationships with children, curriculum development, and partnerships with families, in relation to the National Quality Framework, the Education and Care Services National Law Act 2010, the Education and Care Services National Regulations 2011, and the approved learning frameworks; Belonging, Being and Becoming The Early Years Learning Framework for Australia (EYLF), Victorian Early Years Learning and Development Framework (VEYLDF) and My Time Our Place the Framework for School Age Care in Australia (FSAC). INITIAL INFORMATION At the beginning of the position description clearly outline the following: position title (i.e. early childhood educator, early childhood educator team leader, early childhood educator assistant, outside school hours care educator coordinator, outside school hours care educator assistant) pay classification (i.e. children s services employee Certificate III, Diploma or Bachelor) service name and location care component employed for (if applicable before and after school care, vacation care, babies room, kinder room) date prepared name of employer (i.e. committee of management, school, organisation) reports to coordinator (or team leader, committee of management, school council, local council).
THE SERVICE This is a brief overview of the service and its philosophy and goals. This section could include: name of service philosophy and goals of the service (this may be a condensed version of the information located in the policy document and relevant handbooks) aims and objectives of the service (a clear and concise statement that may be a condensed version of the information located in the policy document and relevant handbooks) who the service is designed for components of care available (i.e. long day care, before care, after care, vacation care) hours of operation (including any specific days the centre operates or is closed that may be unusual i.e. public holidays, educator professional development days, pupil-free days). ACCOUNTABILITY AND EXTENT OF AUTHORITY Provide an outline of the management structure that also identifies the accountabilities, roles, the extent of authority and decision making for each individual. Some key information to include: information on the employer/sponsor (i.e. committee of management, school council, parish priest, local government) who the educator is accountable to (i.e. committee of management through the coordinator/room leader, school council through the outside school hours care subcommittee) any staff, student or volunteer supervisory responsibilities the extent of authority in regards to expenditure. SELECTION CRITERIA Selection criteria are used to assist in recruiting the appropriate people for specific roles in the service. Selection criteria should address the skills, knowledge and experience needed to undertake the position. These can be grouped according to whether they are necessary or desirable for the position to ensure that key responsibilities and duties can be carried out effectively. In order to comply with anti-discrimination legislation, ensure that selection criteria does not relate to any factors to do with a person s gender, marital status, race, disability, and religious or political beliefs. Following is a list of suggested essential and desirable selection criteria. Be sure to include any service specific requirements:
Essential Minimum requirement for training qualification relevant to the position e.g. Certificate III in Children s Services or higher, Diploma of Children s Services (Outside School Hours Care) or equivalent, Bachelor of Early Childhood Education. (For definitions of a staff member and approved qualifications refer to the Education and Care Services National Law Act 2010 via the ACECQA website www.acecqa.gov.au > National Quality Framework > Qualifications and Educator to Child Ratios). current Working with Children Check (WWCC) card first aid training as prescribed in the Education and Care Services National Law Act 2010. Visit the ACECQA website www.acecqa.gov.au and follow the pathway: Qualifications, lists & registers > First Aid Qualifications and Training anaphylaxis management training as prescribed Education and Care Services National Law Act 2010 food safety, handling and hygiene training (as applicable) a working knowledge of appropriate curriculum frameworks and an ability to develop and implement a high quality educational program that reflects the diverse nature of the centre, local and wider community, based on the curriculum frameworks a working knowledge and understanding of the developmental needs of children aged < insert children's age range as applicable e.g. 0-5 years >, including children with additional needs a working knowledge of the National Quality Standards, the Education and Care Services National Law Act 2010 and the Education and Care Services National Regulations 2011 demonstrated experience in the education and care of children aged (as applicable) demonstrated experience and ability to establish warm nurturing and responsive relationships with children and to sensitively meet their needs well-developed interpersonal and communication skills with both children and adults demonstrated ability to work with families, children and educators in a culturally competent manner the ability to work cooperatively and flexibly within a team environment knowledge of child protection procedures well-developed organisational skills possess a Supervisor Certificate (if applicable) working knowledge of state government funding for kindergarten and data collection (if applicable). Desirable demonstrated experience building partnerships with families computer skills (word processing, spreadsheet where applicable) knowledge of the local community. Specific to director/coordinator positions demonstrated ability to lead a team to deliver a quality education and care program demonstrated experience and skills in service management and staff leadership demonstrated experience and skills in pedagogical leadership demonstrated experience in financial management possess a Supervisor Certificate (if applicable).
SALARIES AND CONDITIONS OF EMPLOYMENT List the salary and conditions of employment for position. Information to include: length of employment contract award (including classification) under which the position will be paid rate of pay per hour (gross) number of weeks the service operates any additional days/times that care is provided e.g. pupil-free days, public holidays amount of weekly non-contact hours provided, including provision for professional development leave entitlements any other special conditions that may apply. KEY RESPONSIBILITIES AND DUTIES This section of a position description should list all key areas of responsibility and associated duties required of the position. Appendices 1 4 provide a list of possible key responsibilities and duties for a range of positions in centre-based services. It is meant as a general guide only and will need to be adapted by services to suit different contexts. It is important that these key responsibilities reflect your service and the specific role of the educator being employed. The list is not exhaustive and not all duties listed will be relevant in every setting. It is also important to mention the educator s responsibility in terms of the National Quality Standards (NQS) and the curriculum documents EYLF, VEYLDF and FSAC. For example, for all educator positions, it may be relevant to include an introduction to individual responsibilities, such as: All key responsibilities are based on the National Law and Regulations, the Principles, Practices and Outcomes detailed in the EYLF, VEYLDF and FSAC, and the NQF Quality Areas, Standards and Elements. All educators are expected to have a working knowledge of these documents, which should underpin their pedagogy and, together with the centre philosophy, directly reflect their relationships with children, families and co-educators.
Appendix 1 KEY RESPONSIBILITIES AND DUTIES Diploma Qualified Educator/Team Leader/Room Leader and/or Kindergarten Teacher This section of a position description should list all key areas of responsibility and associated duties required of the position. The following list of key responsibilities and duties is meant as a general guide only and will need to be adapted by services to suit different contexts. It is important that these key responsibilities reflect your service and the specific role of the educator being employed. The list is not exhaustive and not all duties listed will be relevant in every setting. It is also important to mention the educator s responsibility in terms of the National Quality Standards (NQS) and the curriculum documents EYLF, VEYLDF and FSAC. For example, for all educator positions, it may be relevant to include an introduction to individual responsibilities, such as: All key responsibilities are based on the National Law and Regulations, the Principles, Practices and Outcomes detailed in the EYLF, VEYLDF and FSAC, and the NQF Quality Areas, Standards and Elements. All educators are expected to have a working knowledge of these documents, which should underpin their pedagogy and, together with the centre philosophy, directly reflect their relationships with children, families and co-educators. PLAN AND IMPLEMENT A QUALITY EDUCATIONAL PROGRAM (NQS Quality Area 1: Educational program and practice) 1.1 Lead the team/room educators to plan, implement, assess and review a high quality and diverse educational program based on appropriate curriculum frameworks and with reference to the NQS, considering the developmental needs, interests and abilities of all the children attending the service. 1.2 Actively support every child to participate in the program and ensure that the program promotes children s agency, choices and influence. 1.3 Deliver and guide team/room educators to deliver effective and valuable documentation of children s learning in accordance with the centre philosophy and the Learning Outcomes (EYLF, VEYLDF and FSAC). 1.4 Model and support team/room educators to utilise a variety of teaching strategies including intentional teaching and reflective practice in daily work. 1.5 Complete Transition Statements (where applicable). 2. PROMOTE THE HEALTH AND SAFETY OF ALL STAFF AND CHILDREN (NQS Quality Area 2: Children s health and safety; Quality Area 3: Physical environment)
2.1 Ensure staff and children utilise effective health and hygiene practices, including meeting all regulations relating to food safety and preparation, medical management plans, risk management plans, policies and procedures. 2.2 Ensure that all children have access to nutritious food and fresh drinking water. 2.3 Promote health, wellbeing and physical exercise in the service. 2.4 Ensure a safe and stimulating physical environment where all staff and children are protected from hazards or harm. 3. BUILD POSITIVE RELATIONSHIPS WITH ALL STAKEHOLDERS (NQS Quality Area 4: Staffing arrangements; Quality Area 5: Relationships with children; Quality Area 6: Collaborative partnerships with families and communities) 3.1 Work cooperatively, ethically and respectfully with other educators, and support each other s professional development. 3.2 Develop and maintain respectful, supportive, collaborative and responsive relationships with children and their families. 3.3 Establish and maintain links with the service sponsor or governing body (as appropriate), local networks, resource agencies, local prep programs/schools (where applicable) and other relevant organisations. 3.4 Supervise workplace students and volunteers, as directed. 3.5 Ensure an effective induction and orientation process for new families, children and educators, including workplace students and volunteers. 4. CONTRIBUTE TO THE EFFECTIVE MANAGEMENT OF THE SERVICE (NQS Quality Area 7: Leadership and service management) 4.1 Ensure all practices are in accordance with the NQS and reflect the philosophy, policies and procedures of the service. 4.2 Attend professional development opportunities and network meetings as appropriate or as directed by director/coordinator. 4.3 Lead and promote an understanding of the NQS, the NQF and the curriculum framework documents within the team/room. 4.4 Contribute to the continuous improvement of the service through reflective practice and as directed by the director/coordinator and educational leader. 4.5 Complete any collection of data, medical or other records required in a timely manner, and in accordance with the service s policies and procedures and the NQS. 4.6 Assist the director/coordinator or assistant director/coordinator in matters relating to leadership, pedagogical leadership, management support, service administration, as directed. 4.7 Be ready, willing and qualified to act in the position of certified supervisor in the temporary absence of the director/coordinator and assistant director/coordinator.
Appendix 2 KEY RESPONSIBILITIES AND DUTIES Educator/Assistant This section of a position description should list all key areas of responsibility and associated duties required of the position. The following list of key responsibilities and duties is meant as a general guide only and will need to be adapted by services to suit different contexts. It is important that these key responsibilities reflect your service and the specific role of the educator being employed. The list is not exhaustive and not all duties listed will be relevant in every setting. It is also important to mention the educator s responsibility in terms of the National Quality Standards (NQS) and the curriculum documents EYLF, VEYLDF and FSAC. For example, for all educator positions, it may be relevant to include an introduction to individual responsibilities, such as: All key responsibilities are based on the National Law and Regulations, the Principles, Practices and Outcomes detailed in the EYLF, VEYLDF and FSAC, and the NQF Quality Areas, Standards and Elements. All educators are expected to have a working knowledge of these documents, which should underpin their pedagogy and, together with the centre philosophy, directly reflect their relationships with children, families and co-educators 1. PLAN AND IMPLEMENT A QUALITY EDUCATIONAL PROGRAM (NQS Quality Area 1: Educational program and practice) 1.1 Assist in the planning, implementation, assessment and review of a high quality and diverse educational program based on appropriate curriculum frameworks and with reference to the NQS, considering the developmental needs, interests and abilities of all the children attending the service. 1.2 Actively support every child to participate in the program and assist in ensuring that the program promotes children s agency, choices and influence. 1.3 Assist in the documentation of children s learning in accordance with the service philosophy and the learning outcomes (EYLF, VEYLDF and FSAC). 1.4 Utilise a variety of teaching strategies including intentional teaching and reflective practice in daily work. 2. PROMOTE THE HEALTH AND SAFETY OF ALL STAFF AND CHILDREN (NQS Quality Area 2: Children s health and safety; Quality Area 3: Physical environment) 2.1 Ensure staff and children utilise effective health and hygiene practices, including meeting all regulations relating to food safety and preparation, medical management plans, and risk management plans, policies and procedures. 2.2 Ensure that all children have access to nutritious food and fresh drinking water.
2.3 Assist in the promotion of health, wellbeing and physical exercise in the service. 2.4 Ensure a safe and stimulating physical environment where all staff and children are protected from hazards or harm. 3. BUILD POSITIVE RELATIONSHIPS WITH ALL STAKEHOLDERS (NQS Quality Area 4: Staffing arrangements; Quality Area 5: Relationships with children; Quality Area 6: Collaborative partnerships with families and communities) 3.1 Work cooperatively, ethically and respectfully with other educators, and support each other s professional development. 3.2 Develop and maintain respectful, supportive, collaborative and responsive relationships with children and their families. 3.3 Assist with the supervision of workplace students and volunteers. 3.4 Assist with an effective induction and orientation process for new families, children and staff, including workplace students and volunteers. 4. CONTRIBUTE TO THE EFFECTIVE MANAGEMENT OF THE SERVICE (NQS Quality Area 7: Leadership and service management) 4.1 Ensure all practices are in accordance with the NQS and reflect the philosophy, policies and procedures of the service. 4.2 Attend professional development opportunities as appropriate or as directed by the director/coordinator. 4.3 Contribute to the continuous improvement of the service through reflective practice and as directed by the director/coordinator and educational leader. 4.4 Assist in the completion of any collection of data, medical or other records required in a timely manner, and in accordance with the service s policies and procedures and the NQS.
Appendix 3 KEY RESPONSIBILITIES AND DUTIES Director/Coordinator This section of a position description should list all key areas of responsibility and associated duties required of the position. The following list of key responsibilities and duties is meant as a general guide only and will need to be adapted by services to suit different contexts. It is important that these key responsibilities reflect your service and the specific role of the educator being employed. The list is not exhaustive and not all duties listed will be relevant in every setting. It is also important to mention the educator s responsibility in terms of the National Quality Standards (NQS) and the curriculum framework documents EYLF, VEYLDF and FSAC. For example, for all educator positions, it may be relevant to include an introduction to individual responsibilities, such as: All key responsibilities are based on the National Law and Regulations, the Principles, Practices and Outcomes detailed in the EYLF, VEYLDF and FSAC, and the NQF Quality Areas, Standards and Elements. All educators are expected to have a working knowledge of these documents, which should underpin their pedagogy and, together with the centre philosophy, directly reflect their relationships with children, families and co-educators. The director/coordinator is responsible for the overall management of the service and leadership of the staff team. it is expected that the director/coordinator will manage the day-to-day operation of the service. The director/coordinator will lead the service in building effective partnerships, developing organisational culture and pedagogical and curricular development. This role reports directly to the approved provider and/or committee of management and/or sponsor (organisation/school etc). 1. LEAD THE PLANNING AND IMPLEMENTATION OF A QUALITY EDUCATIONAL PROGRAM (NQS Quality Area 1: Educational program and practice) 1.1 Lead the team of educators to plan, implement, assess and review a high quality and diverse educational program based on appropriate curriculum frameworks and with reference to the NQS, considering the developmental needs, interests and abilities of all the children attending the service. 1.2 Lead the team of educators to actively support every child to participate in the program and ensure that the program promotes children s agency, choices and influence. 1.3 Guide the team of educators in the development and delivery of effective and valuable documentation of children s learning in accordance with the service philosophy and the learning outcomes (EYLF, VEYLDF and FSAC). 1.4 Support the team of educators to utilise a variety of teaching strategies including intentional teaching and reflective practice in their daily work.
2. LEAD THE PROMOTION OF HEALTH AND SAFETY OF ALL STAFF AND CHILDREN (NQS Quality Area 2: Children s health and safety; Quality Area 3: Physical environment) 2.1 Oversee the implementation of effective health and hygiene practices, including meeting all regulations relating to food safety and preparation, medical management plans, and risk management plans, policies and procedures. 2.2 Oversee the service s delivery of nutritious food and fresh drinking water to children. 2.3 Oversee the promotion of health, wellbeing and physical exercise in the service. 2.3 Oversee the service s delivery of a safe and stimulating environment where all staff and children are protected from hazards or harm. 3. LEAD THE TEAM TO BUILD POSITIVE RELATIONSHIPS WITH ALL STAKEHOLDERS (NQS Quality Area 4: Staffing arrangements; Quality Area 5: Relationships with children; Quality Area 6: Collaborative partnerships with families and communities). 3.1 Lead the staff team to work cooperatively, ethically and respectfully with other educators, and support the professional development of individual staff. 3.2 Lead the educator team in developing and maintaining respectful, supportive, collaborative and responsive relationships with children and their families. 3.3 Work productively and cooperatively with the service sponsor or governing body to deliver a quality service for children and families. 3.4 Build and maintain strong links with local networks, resource agencies and other relevant organisations. 3.5 Ensure all stakeholders are informed of all relevant matters affecting the operations of the service. 4. LEAD THE EFFECTIVE ADMINISTRATION AND MANAGEMENT OF THE SERVICE (NQS Quality Area 7: Leadership and service management) 4.1 Ensure all practices of all educators are in accordance with the NQS and reflect the philosophy, policies and procedures of the service. 4.2 Develop, implement and review policies and procedures in accordance with the NQS and National Law, considering confidentiality. 4.3 Lead and promote an understanding of the NQS, the NQF and the curriculum framework documents within the service community including the sponsor, educators, families and children, as appropriate. 4.4 Lead the continuous improvement of the service and the development and maintenance of the service Quality Improvement Plan. 4.5 Develop an effective staff management process with a view to maximising continuity of staff, including recruitment, induction and orientation of new staff members, staff performance appraisals, staff roster, staff meetings, supervision of workplace students and volunteers.
4.6 Develop and maintain individual professional development plans for all staff and actively promote professional development opportunities. 4.7 Actively build and engage with local networks and encourage other educators to be involved, where appropriate. 4.8 Prepare and monitor an annual budget for the service and effectively manage income and expenditure and financial records. 4.9 Manage Child Care Benefit (CCB) and Child Care Management System (CCMS) administration in accordance with service policies and procedures and all relevant funding agreements. 4.10 Ensure appropriate and timely collection of data, medical or other records required, and produce reports in accordance with the service s policies and procedures, NQS, the Department of Education, Employment and Workplace Relations (DEEWR) and the Department of Education and Early Childhood Development (DEECD). 4.11 Lead an effective process of induction and orientation for new families and children. 4.12 Stay informed about current trends in policy changes within the sector. 4.13 Attend meetings and provide information and assistance to the sponsor or governing body as required.
Appendix 3 Continued KEY RESPONSIBILITIES AND DUTIES Assistant Director/Coordinator (2IC) This section of a position description should list all key areas of responsibility and associated duties required of the position. The following list of key responsibilities and duties is meant as a general guide only and will need to be adapted by services to suit different contexts. It is important that these key responsibilities reflect your service and the specific role of the educator being employed. The list is not exhaustive and not all duties listed will be relevant in every setting. It is also important to mention the educator s responsibility in terms of the National Quality Standards (NQS) and the curriculum documents EYLF, VEYLDF and FSAC. For example, for all educator positions, it may be relevant to include an introduction to individual responsibilities, such as the following: All key responsibilities are based on the National Law and Regulations, the Principles, Practices and Outcomes detailed in the EYLF, VEYLDF and FSAC, and the NQF Quality Areas, Standards and Elements. All educators are expected to have a working knowledge of these documents, which should underpin their pedagogy and, together with the centre philosophy, directly reflect their relationships with children, families and co-educators. The assistant director/coordinator (2IC) is responsible for supporting the director/coordinator in the overall management of the service and leadership of the staff team. The 2IC should work collaboratively with the director/coordinator to effectively manage the day-to-day operation of the service. The 2IC will also support the director in leading the service in building effective partnerships, developing organisational culture and pedagogical and curricular development. The 2IC should be ready, willing and qualified to act in the role of the director/coordinator in their absence. 1. ASSIST IN LEADING THE PLANNING AND IMPLEMENTATION OF A QUALITY EDUCATIONAL PROGRAM (NQS Quality Area 1: Educational program and practice) 1.1 Assist the director/coordinator in leading the team of educators to plan, implement, assess and review a high quality and diverse educational program based on appropriate curriculum frameworks and with reference to the NQS, considering the developmental needs, interests and abilities of all the children attending the service. 1.2 Assist the director/coordinator in leading the team of educators to actively support every child to participate in the program and ensure that the program promotes children s agency, choices and influence. 1.3 Assist the director/coordinator to guide the team of educators in the development and delivery of effective and valuable documentation of children s learning in accordance with the service philosophy and the learning outcomes (EYLF, VEYLDF and FSAC).
1.4 Assist the director/coordinator to support the team of educators to utilise a variety of teaching strategies including intentional teaching and reflective practice in their daily work. 2. ASSIST IN LEADING THE PROMOTION OF HEALTH AND SAFETY OF ALL STAFF AND CHILDREN (NQS Quality Area 2: Children s health and safety; Quality Area 3: Physical environment) 2.1 Assist the director/coordinator in overseeing the implementation of effective health and hygiene practices, including meeting all regulations relating to food safety and preparation, medical management plans, and risk management plans, policies and procedures. 2.2 Assist the director/coordinator in overseeing the service s delivery of nutritious food and fresh drinking water to children. 2.3 Assist the director/coordinator in overseeing the promotion of health, wellbeing and physical exercise in the service. 2.3 Assist the director/coordinator in overseeing the service s delivery of a safe and stimulating environment where all staff and children are protected from hazards or harm. 3. ASSIST IN LEADING THE TEAM TO BUILD POSITIVE RELATIONSHIPS WITH ALL STAKEHOLDERS (NQS Quality Area 4: Staffing arrangements; Quality Area 5: Relationships with children; Quality Area 6: Collaborative partnerships with families and communities) 3.1. Assist the director/coordinator in leading the staff team to work cooperatively, ethically and respectfully with other educators, and support the professional development of individual staff. 3.2. Assist the director/coordinator in leading the staff team in developing and maintaining respectful, supportive, collaborative and responsive relationships with children and their families. 3.3. Work productively and cooperatively with the service sponsor or governing body (where appropriate) to deliver a quality service for children and families. 3.4. Support the director/coordinator in building and maintaining strong links with local networks, resource agencies and other relevant organisations. 3.5. Support the director/coordinator to ensure all stakeholders are informed of all relevant matters affecting the operations of the service. 4. ASSIST IN LEADING THE EFFECTIVE ADMINISTRATION AND MANAGEMENT OF THE SERVICE (NQS Quality Area 7: Leadership and service management) 4.1. Assist the director/coordinator to ensure all practices of all educators are in accordance with the NQS and reflect the philosophy, policies and procedures of the service. 4.2. Assist the director/coordinator in developing, implementing and reviewing policies and procedures relating to privacy in accordance with the NQS and National Law.
4.3. Assist the director/coordinator to lead and promote an understanding of the NQS, the NQF and the curriculum framework documents within the service community including the sponsor, educators, families and children, as appropriate. 4.4. Assist the director/coordinator in leading the continuous improvement of the service and the development and maintenance of the service Quality Improvement Plan. 4.5. Assist the director/coordinator in maintaining an effective staff management process with a view to maximising continuity of staff, including recruitment, induction and orientation of new staff members, staff performance appraisals, staff roster, staff meetings, and supervision of workplace students and volunteers. 4.6. Effectively manage income and expenditure and financial records. 4.7. Assist in the management of Child Care Benefit (CCB) and Child Care Management System (CCMS) administration in accordance with service policies and procedures and all relevant funding agreements. 4.8. Assist the director/coordinator in ensuring all appropriate and timely collection of data, medical or other records required, in accordance with the service s policies and procedures, NQS, the Department of Education, Employment and Workplace Relations (DEEWR) and the Department of Education and Early Childhood Development (DEECD). 4.9. Assist the director/coordinator in leading an effective process of induction and orientation for new families and children. 4.10. Stay informed about current trends in policy changes within the sector. 4.11. Attend meetings and provide information and assistance to the sponsor or governing body as required.
Appendix 4 KEY RESPONSIBILITIES AND DUTIES Educational Leader* This section of a position description should list all key areas of responsibility and associated duties required of the position. The following list of key responsibilities and duties is meant as a general guide only and will need to be adapted by services to suit different contexts. It is important that these key responsibilities reflect your service and the specific role of the educator being employed. The list is not exhaustive and not all duties listed will be relevant in every setting. It is also important to mention the educator s responsibility in terms of the National Quality Standards (NQS) and the curriculum documents EYLF, VEYLDF and FSAC. For example, for all educator positions, it may be relevant to include an introduction to individual responsibilities, such as the following: All key responsibilities are based on the National Law and Regulations, the Principles, Practices and Outcomes detailed in the EYLF, VEYLDF and FSAC, and the NQF Quality Areas, Standards and Elements. All educators are expected to have a working knowledge of these documents, which should underpin their pedagogy and, together with the centre philosophy, directly reflect their relationships with children, families and co-educators * Note: the specific duties of the educational leader in terms of planning and implementation of a quality educational program are in addition to any other duties and responsibilities they may be required to perform. For example, the educational leader may be the 2IC or a room leader, and this section can be added to their position description, to clarify their additional duties as the educational leader. 1. LEAD THE PLANNING AND IMPLEMENTATION OF A QUALITY EDUCATIONAL PROGRAM (NQS Quality Area 1: Educational program and practice) 1.1 Lead the team of educators to plan, implement, assess and review a high quality and diverse educational program based on appropriate curriculum frameworks and with reference to the NQS, considering the developmental needs, interests and abilities of all the children attending the service. 1.2 Lead the team of educators to actively support every child to participate in the program and ensure that the program promotes children s agency, choices and influence. 1.3 Lead the team of educators in the development and delivery of effective and valuable documentation of children s learning in accordance with the service philosophy and the learning outcomes (EYLF, VEYLDF and FSAC). 1.4 Lead the team of educators to utilise a variety of teaching strategies including intentional teaching and reflective practice in their daily work.